Browsing by Author "Powell, Amy"

Now showing 1 - 7 of 7
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    Capstones IUPUI High-Impact Practice Taxonomy
    (2019) Pierce, David; Zoeller, Aimee; Wood, Zebulun; Wendeln, Ken; Bishop, Charity; Engels, Erin; Powell, Amy; Poulsen, Joan; Brehl, Nick; Nickolson, Darrell
    The capstone is a signature, culminating experience that requires students to integrate knowledge, skills, and dispositions acquired during college and apply them in a situation that approximates some aspect of disciplinary practice. Students are prepared to achieve excellence in the capstone when the unit has intentionally designed a pathway that strategically places the capstone at the end of the students’ journey. In this way, the capstone is integrated and connected to the undergraduate experience, and is not a stand-alone course or experience. The Capstones Taxonomy differentiates the five attributes of capstones along three dimensions of impact. The common thread that works across all five attributes is as follows: High Impact: The capstone impacts students in the short-term for the duration of the course. The positive impact of the capstone accrues to each individual student. Higher Impact: The capstone impacts the entire class as students share experiences with each other. The impact of the capstone should be felt after the class concludes. Highest Impact: The capstone supports or advances the engagement of students with their next steps and impacts their trajectory in a lasting way. Students see the interdependent connections between their work and the world.
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    ePortfolio High-Impact Practice Taxonomy
    (2019-03-19) Powell, Amy; Freeman, Tyrone; Kahn, Susan
    This ePortfolio High-Impact Practice Taxonomy seeks to clearly define the features of ePortfolios as a high-impact practice in individual courses, across degree and co-curricular programs, and across entire undergraduate experiences. The taxonomy describes four attributes of ePortfolio practice along three dimensions of impact—High-Impact, Higher-Impact, and Highest-Impact. For the purpose of supporting student success the taxonomy aims to: 1. Provide guidance for course instructors, program directors, and campus administrators in planning, developing, implementing, and reflecting on ePortfolios in the context of course, curriculum, and program development; 2. Provide direction to campus ePortfolio professional development efforts; and 3. Provide a tool for encouraging program fidelity.
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    First-Year Seminars IUPUI High-Impact Practice Taxonomy
    (2018-02-19) Baker, Sara; Powell, Amy; Sabol, David; Johnson, Charlie; Orme, William; Angermeier, Lisa; Bowman, Heather
    First-year seminars are designed to assist entering students as they form connections with the IUPUI community, including other students, faculty, and advisors in a prospective major. This First-Year Seminars High-Impact Practice Taxonomy seeks to clearly define the features of First-Year Seminars as a high-impact practice. The taxonomy describes four attributes of First-Year Seminars practice along three dimensions of impact—High-Impact, Higher-Impact, and Highest-Impact.
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    High‐Impact Practices: The Call for a Commitment to Quality Educational Experiences and Inclusive Excellence
    (2018) Springer, Jennifer Thorington; Hatcher, Julie A.; Powell, Amy
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    Indiana University–Purdue University Indianapolis
    (University of South Carolina, 2017) Bowman, Heather; Powell, Amy; Buyarski, Cathy
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    IUPUI First Year Experience Course Template
    (Indiana University, 2022) Powell, Amy; Sanders, Julia
    The goal for IUPUI FYS Course Template is to provide materials at zero cost to students by utilizing existing resources through the IUPUI library and high-quality resources found online. With the course template being used at scale, it is important the resources are sustainable, available to all students simultaneously, and integrated within Canvas, because the First Year Experience course shell is widely distributed to a large student population. In addition to serving students, the first-year seminar course template must also serve the needs of faculty and staff instructors across campus. We plan to make substantive changes to the first version of the course shell, including adding an activity catalog of new content and materials so instructors have multiple options for meeting learning goals and/or can use multiple instructional items to go deeper into a topic. Due to the sheer number of instructors with varying levels of experience who will be teaching a first-year seminar course using the course template, all activities need to be self-explanatory and/or contain instructor notes for customizing content. Additionally, all lessons are in the TILT (Transparency in Learning and Teaching) format to support student success.
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    Themed Learning Communities IUPUI HIgh-Impact Practice Taxonomy
    (2018-02-27) Baker, Sara; Powell, Amy; Sabol, David; Johnson, Charlie; Orme, William; Angermeier, Lisa; Bowman, Heather
    A themed learning community (TLC) at IUPUI is a first-year seminar and two discipline-based courses linked by a theme that a group of 25 freshmen enroll in as a cohort. Themed learning communities enhance student learning by cultivating interdisciplinary understanding and integrative learning. The theme of each learning community provides a foundation for curricular connections between disciplines, and out-of-classroom experiences enhance the academic experience. The faculty team collaborates to create an integrative, supportive, and challenging learning environment designed to support first-year students, furthering IUPUI's mission of undergraduate student learning and success and community engagement through collaboration across disciplines. Purpose This Themed Learning Communities High-Impact Practice Taxonomy seeks to clearly define what makes a themed learning community at IUPUI a different student and faculty experience than the same courses taken and taught individually. Additionally, the taxonomy aims to: 1. Provide guidance for themed learning community teams in planning, developing, implementing, and reflecting on their work; 2. Provide direction to the Themed Learning Communities program for faculty development; and 3. Provide a tool for encouraging program fidelity.